A/HRC/28/30 different ways to assist States, and that effective prevention was not possible without dialogue with the public. The Special Rapporteur stated that there was a need to manage diversity in societies constructively, and to return to the principle of inclusivity. She also pointed out that, in post-violence situations, minorities whose rights had been violated had to be part of the peacebuilding process, and that ensuring their right to truth was essential to preventing a recurrence of violations. 41. Reiterating that that inclusion of victims of human rights violations in prevention discussions and efforts was crucial, Ms. Brett pointed out that, while regional organizations and the United Nations were not and should not be primary actors in prevention, they had a very important role in identifying and sharing best practices and identifying risk factors that could otherwise pass unnoticed until it was too late. Awareness-raising was needed not just among Governments, people and State institutions, but also at the national, regional and international levels. E. Human rights education and culture 42. Delegations and panellists agreed that human rights education was a key factor to prevention. According to one delegation, the prevention of human rights violations could be best achieved in cultures where everyone’s human rights and dignity were respected. Another delegation emphasized that professionals had to be trained in order to create a wider understanding of human rights, equality and non-discrimination, with a view to combating stereotypes and violence, fostering respect for diversity, promoting tolerance and intercultural dialogue, and raising awareness of the universality, indivisibility and interrelatedness of all human rights. Another delegation pointed out that, in order to build a human rights culture in all countries, informal preventative structures had to be cultivated alongside formal institutions. Emphasis should be placed on cultivating values, norms and respect for human rights, especially in emerging democracies. The delegation requested that this aspect be highlighted in future discussions on the role of prevention in the promotion and protection of human rights, which should, inter alia, explore ways of strengthening relevant formal and informal structures within communities. 43. Another delegation advocated for fostering familiarity with international human rights laws, treaties, conventions and agencies as the most sustainable method for sovereign Governments to discharge their responsibility to promote and protect human rights. According to another, awareness-raising was an important preventive measure given that some human rights abuses are committed inadvertently owing to a lack of awareness. The delegation cited the example of female genital mutilation, the harmful effects of which are at times not known to or appreciated by the perpetrators. One observer stated that States had the responsibility to integrate international norms in national law and to disseminate knowledge of the rules. 44. Mr. Mezmur agreed that violations could be unintentional and be due to neglect, and explained that this was why a criminal law-based approach was not always the best way to deal with human rights issues. He also highlighted the importance of seeing children as agents of change and of starting human rights education early, and identifying and promoting positive values, such as respect and inclusion. He cited a national example where intergenerational values promoting respect for others' differences were fostered. Children had to learn that they could disagree without being disagreeable, and be perceived as human beings in their own right. Mr. Zerbini Ribeiro Leão pointed out that the Committee on Economic, Social and Cultural Rights had seen how important it was to provide information on the rights contained in the International Covenant on Economic, Social and Cultural Rights to the general public and various State actors, in particular members of the executive branch of government. Ms. Brett pointed out that human rights education was not 13